Holding Back In-grade Retention – Podcast Episode 182 | Classnotes Podcast 182
Classnotes Podcast (May 11, 2018) Schools have long used the practice of holding students back to repeat a grade for such problems as failing grades and excessive absences. Such in-grade retention practices based on the premise that students need that time to catch up either academically or socially. But it hasn’t proven to work that way. Instead, it has long-term negative impacts on students’ psychological, behavioral, economic and social well-being and it increases the changes students will later drop out of school (11 times more likely).
In this episode, Paula Johnson, M.A., discusses these issues and the potential civil rights red flags that are raised by data showing Hispanic and Black students across grade levels are one and a half times more likely to be retained than White students. She and Aurelio M. Montemayor, M.Ed., IDRA senior education associate, also outline effective alternatives to in-grade retention. Show length: 14:06
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In-grade Retention National Trends and Civil Rights Concerns, by Paula N. Johnson, M.A., IDRA Newsletter
eBook: Failing In-Grade Retention – outlines how an ineffective practice with lasting consequences, high price tags and civil rights implications can be wiped out by schools doing what schools do best: Teaching today’s children.
“In-Grade Retention in the Early Years – What’s Holding Children Back?,” by Paula N. Johnson, M.A., IDRA Newsletter
Beyond Social Promotion and Retention – Five Strategies to Help Students Succeed, by D. Johnson & A. Rudolph
Accountability that Doesn’t Hurt Students, by Albert Cortez, Ph.D., IDRA Newsletter
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